Chinese business negotiation styles and their impacts on the success of business with indian counterparts

Chinese business negotiation styles and their impacts on the success of business with indian counterparts 1. Introduction With Chinas accession to the WTO and the upcoming 2008 Olympic Games, China will become a new modern country and we will have increasing chances to cooperate with other countries, such as India, from all over the world. Business between China and India is becoming more and more frequent and important, and China will have more opportunities to negotiate with India. The commercial activity cannot go smoothly without negotiation. Business negotiation cannot be separated from culture. Business negotiation is a series of actions, and culture is a lubricant to the process. Knowing about the other sides culture will yield twice the result with half the effort. Also, different cultural values could bring barriers and problems in business negotiation. To understand different negotiation styles of us and India is significant. In this paper, I will analyze the negotiation styles of China and India, and find out the difference between them. Analyzing the business relationship between them and gi ve some suggestions about their negotiation. 2. Studies on the negotiation styles of the Chinese and Indian people 2.1 Chinese business negotiation styles Every people have his or her own negotiation styles, to master his or her negotiation styles will be of great help to the successful business. As a result, what we should understand first is the meaning of Negotiation Styles. â€Å"The negotiation style refers to the words and deeds behaved by negotiators in the course of negotiation. It is closely related to cultural traditions and cultural background, and obviously different from thoughts, characteristics of tactics and behaviors of the negotiators in the other side.† (Ma, 2004, p.450) Generally speaking, China is considered a friendly country. Dating back from Confucius age, propriety (Li jiao) has been paid great attention to. Chinese people are friendly, generous and helpful. Mostly, the Chinese people would warm their guests in either business or travel. The Chinese businessman is accustomed to â€Å"try peaceful means before resorting to force† (Xian li hou bing). When they do business with foreign counterparts, they are very likely to build a good relationship at the first time. In Chinese, there is a phrase â€Å"La guan xi†. If the two sides have cooperated before, the Chinese may possibly remind of the relationship between the two sides, which also has a Chinese phrase called â€Å"La jiao qing†. Acting in good faith occupies a great position in the mind of Chinese businessman, and the Chinese value a lot on emotion. Frequently, the Chineses sincere and warm attitudes help them win a good impression before they do business with others. Nevertheless, â€Å"try peaceful means before resorting to force† also means the Chinese would have their tough attitude as well, especially when they are in a hard situation. They are reserved, seldom showing their attitude directly. Even though they master all details of the negotiation, they would invite their partner indirectly to lay his cards on the table. When the negotiation has reached an impasse or some barrier, the Chinese would attempt to break the deadlock by making generous and thoughtful decision to maintain the relationship. They are easy to give accommodation for the sake of friendship. 2.2 India business negotiation styles Indians are warm and welcoming people who enjoy harmonious relationship. Once one has built a comfortable relationship with the local counterpart, the formal negotiation process can begin. In business, they are good at serving their own interests through trickery, desiring for quick success and instant benefits and scheming for convenience. (Richard, 2004, p.222) As a result, they prefer dealing with samples. Indians are also patient. In the business negotiation, they often spend a lot of time until they make a final decision. The Indians love bargaining. (Waterloo, 2002, p.318) Strangely, in their minds, justice means the counterpart who has more money or who is more popular should pay the bill. When negotiating, they would say naturally,† your capital is much more than us, so you must pay for†¦Ã¢â‚¬ India is an ancient culture with splashes of modernity throughout its business sector. Making researches on each company thoroughly and finding out the nature of their management style are necessary. Many large companies in India are family owned and operated. Dont assume that good relations with one family member could constitute access to the source of comme rcial power. Internal rivalries between family members are bitter, personal, and long-standing. 2.3 China and India business relationship There exists a long traditional friendship between the Chinese and Indian people. People of both countries have had great sympathy with each other and supported each other in the struggle for national independence. On 30, December 1949, the two countries built up relationship. Both China and India are huge markets. They are engaged in economic reforms and, with more economic development in both countries, more varieties of commodity could be offered for exchange. Economic cooperation in the fields of steel, petroleum, space, software, etc. has been developed. (Cheng, 2005, pp.90-91) Since 2002, leaders of the two countries have visited each other frequently, which promoted business between them greatly. China is expected to surpass America, becoming the biggest business partner of India. Both China and India enjoy the most promising foreground all over the world. In 2005, the total trade between China and India reached US $ 18.7 billion, increased by 38% than the last year. China has supported Indias participation in the APEC, while India has always supported China in the Human Rights Commission. Both China and India are huge markets. They are engaged in economic reforms and, with more economic development in both countries, more varieties of commodity could be offered for exchange. They share common interests as follow: The most important common interest between China and India is a peaceful and stable environment for their economic and social development. It is also in the common interest of both China and India to develop more trade and economic cooperation among themselves. Trade between the two countries grew quite fast in the last decade. (Zhang,

Who is John F McLennan? :: Essays Papers

Who is John F McLennan? John Ferguson McLennan was born on October 14, 1827. Although his life centered on a legal career he always had the desire to enter the academic world. McLennan studied law in Edinburgh, Scotland. He practiced under the Scottish bar until 1870. However, he was not a successful advocate of this profession because instead of studying and supporting the law he chose to argue over its conventions. This is shown by the fact that in 1868, he became the secretary of the Scottish Society for the amendment of the Law (Rivià ¨re). Primitive Marriage was published in 1865 and according to J.B. Tylor was a type of law book that had â€Å"the natural and immediate effect of losing him half his briefs (Rivià ¨re)." McLennan’s dissatisfaction for his chosen profession prompted him to apply for a professorship at Cambridge. His interest did not stop there and McLennan continued to interacted with those in the science community. His house became an informal meeting place of the academic co mmunity that discussed literary and scientific findings. Interestingly enough McLennan was not apart of the Ethnological Society of London which included notable figures of the time including Sir John Lubbock and E.B. Tylor. The main objective of the society was to inquire â€Å"into the distinguishing characteristics, physical and moral, of the varieties of mankind which inhabit or have inhabited the Earth; and to ascertain the causes of such characteristics (Burrows, 122).† McLennan’s feud with Lewis Henry Morgan became a topic of controversy in the 19th century. They meet in London in 1871 and initially became quite good friends. In fact Morgan knew of McLennan’s desire to enter the academic world and wrote to President of White of Cornell University encouraging him to give McLennan an academic appointment. Their relationship took a turn because of their disagreement over â€Å"the validity of their respective evolutionary frameworks, the nature of relationship terminologies, and the true meaning of exogamy and endogamy (Rivià ¨re).† McLennan’s dispute with Morgan masked the main adversary to his work, Sir Henry Maine. Maine’s Ancient Law promoted McLennan to place his own ideals in an evolutionary framework and at the same time disputed Maine’s patriarchal theory. Although Primitive Marriage is not an apparent attack on Maine’s theory, McLennan’s disagreement appears more strongly in his later works. McLennan used the comparative method as well as the universal belief of human nature to try to answer the question of marriage by capture.

The Father of Modern-Day Chemistry Essay -- Biography, Lavoisier

Antoine Laurent Lavoisier is considered to be the father of modern-day chemistry (Balchin 36). He had an unbelievable impact on the way the world views chemistry today. From identifying elements to discovering the importance of the role of combustion, he played an essential part in the world’s scientific ideas and inventions. He was so influential that he is said to have an equal if not greater impact in chemistry as Newton did in physics (Tiner 90). He used the initial ideas of Joseph Priestley, Henry Cavendish, and Karl Scheele, and worked to prove them and make them more official (Tiner 90). Because of these accomplishments, he is considered one of France’s and the world’s most outstanding scientists (Tiner 91). Antoine Laurent Lavoisier was one of the world’s most influential scientists and people of all time because he was a leading figure in the 18th century chemical revolution, he developed a theory on the chemical reactivity of oxygen, and he di scovered the Law of Conservation of Mass. Antoine Laurent Lavoisier was born on August 26, 1743 in Paris, France. He was the only child of a wealthy middle-class family (â€Å"Antoine† Britannia). His father was a very successful merchant (Antoine How). From a very young age, he was very studious and extremely interested and concerned with the prosperity and the good of the public (â€Å"Antoine† Britannica). His education consisted of the study of mathematics, the classics, and sciences. He chose to pursue a career in chemistry because of an interest in rocks and other minerals (Balchin 36). Pursuing his gift in education, he went off to college and discovered a passion for law while he was there. After he finished college, he went to law school. He spent much of his time atten... ... he left a huge legacy. Ironically, two years after his death, people were making statues in honor of him. He left the world with all of his knowledge on oxidation, the periodic table, and work in the chemical revolution. In fact, his naming process is still used today, and his name is used in the title of the modern-day chemical naming system (Balchin 36). Lavoisier had a world impact incomparable to most. He explained in great detail the questions of many scientists, and had ideas and theories that were later proved by other scientists. He is credited for being a prominent figure in the chemical revolution, his work with combustion and the discovery of oxygen and its properties, and discovering the Law of Conservation of Mass. Lavoisier is definitely one of the most influential people of all time, as well as an unbelievable chemist and all around person.

Concerns that Caused the Settlement of British North America :: American America History

Concerns that Caused the Settlement of British North America I believe that throughout the Colonial period, economic concerns had more to do with the settling of British North America than did religious reasons. First, according to my textbook, the British originally sponsored trips over to the New World only after other countries were profiting from their collections of goods and new trade ports. Maybe other countries in Europe had begun settling the New World for religious concerns, but definitely not Britain. The British government was more concerned with staying up with other countries in Europe in the economic race rather than trying to find religious havens for people who weren't with the majority when it came to religion, such as all the non-Anglicans. Second, proprietary organizations were into only the monetary value of North America. Organizations, such as the Virginia Company, were formed for the sole purpose of creating joint venture expeditions in hope of finding gold and silver. Yes, they may have been sympathetic towards those w ho had religious concerns, but may have only sponsored them for their own possible profit. Third, out of all the immigration to North America, the most came from slaves and indentured servants. This shows that more people came over to support the economy, rather than for religious tolerance. Slaves were then forced to accept new religions, which is opposite a reason to come over for religious concern in their original territory. They were accepted in their native land, but came over to a new one and were forced into a new religion. In conclusion, the settling of

Cognitive Development

Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help. Cognitive Development Abstract This report looks at cognitive development of an adolescent through the use of Piaget’s pendulum task, and aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Pieget’s studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage. Critics of Piaget’s work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piaget’s tests were replicated, the observations suggest that the results can not be assessed through Piaget’s work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive development through the use of Piaget’s pendulum task. The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the person’s level of cognitive development. Fundamental to Piaget’s work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence. As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piaget’s cognitive development (Inhelder, B. Piaget, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the ‘formal operational stage’, as developing from 11-12 years old through to adulthood and is ‘characterised by hypothetical, logical, and abstract thought’ (Berger, 1998, p. 1). Piaget’s studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for ‘we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages’ (Berger, 1998, p. 41) . As such this has greatly influenced educators in seeking â€Å"explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction’ (Adey, Shayer, 1993, p. 1). For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27). Thus, while Piaget’s studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget ‘underestimated the importance of external motivation and instruction†¦the role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory ‘seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context’ (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from ‘the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) â€Å"apprenticeship in thinking† (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1 985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a child’s mental growth is more a sequence rather then proceeding in simple stages. Thus, this report through the use of the pendulum task will aim to: †¢ identify one students level of cognitive development who is 11-14 years old †¢ to compare and contrast the results with existing theory and research †¢ suggest how a teacher can best meet this child’s developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China in moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language. The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subject’s parent’s home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum. There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch. The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piaget’s stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example: Researcher: â€Å"Your job is to figure out what makes it swing faster† Subject: â€Å"The length of the string† Researcher: â€Å"How do you know that? † Subject: â€Å"I don’t really know, don’t know† Researcher: â€Å"Do you want to test it anyway† Subject: â€Å"Yes† Thus, the subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said â€Å"no, because it is the same, it is the same with any weight†. The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subject’s assurance that it was the string and not the weights that affected the frequency of the string. Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piaget’s pendulum task and then suggest how a teacher can best meet this child’s developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the ‘formal operations stage’. Thus, the results of Inhelder and Piaget’s (1958) studies and later studies were replicated. In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists. For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues. In addition, the subject’s sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure. In today’s technologically advanced society Vygotsky’s (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it ‘simple learning is relatively independent of maturation. Learning has no sense of direction’ (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002). In suggesting how a teacher could best meet the subject’s educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky. As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements. References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesn’t It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998). The Developing Person Through the Life Span. New York, NY: Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London: W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence: An essay on the construction of formal operational structures. New York: Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piaget’s Pendulum Problem: Teaching Preadolescents to Act as Scientists. Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher: What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject: Ok Researcher: You can use the pen, paper and watch if you like. Subject: Ok Researcher: Do you know what a pendulum is? Subject: Yes! Researcher: So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject: Ok. Researcher: Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject: The length of the string. Researcher: Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject: I don’t know, don’t know. Researcher: Do you want to test it anyway? Subject: Yes. Researcher: What do you want to start with? Subject: Longer string and heavy weight. Researcher: ok, so this is your longest string and heaviest weight. Subject: (drops the weight and times the swing and records results). Researcher: Do you want another look? Subject: No, its Ok. Researcher: Which one do you want use now? Subject: Same weight on a smaller string. Researcher: The medium string or the smallest string? Subject: the medium string. (Subject, performs task and records results). Researcher: Which one do you now want to try? Subject: The shortest string. Subject performs task again and records result) The shortest one is the quickest! Researcher: Do you want to try different weights to see if they do anything? Subject: No. Researcher: So you think it is just the length that affects it? Subject: Yes. Researcher: How come you don’t want to try different weights? Subject: because it is the same, the same with any weight. Researcher: did you learn that at school? Subject: I don’t know. Researcher: Ok, well i t was the string that affected it, your too smart, thanks very much for your help.

Philippines Airlines Case Essay

Philippines airlines started its history on March 15, 1941 on a small twin-engine Beech Model 18 flying 212 of pure skies from Manila to Baguio with a full load of five passengers. Upon the outbreak of the pacific war, PAL’s two aircraft were pressed into service with the US army Air Corps. Post-war operations began on February 14, 1946 with five ex-military Douglas DC-35. In July, the airline chartered DC-4s to carry American service men home to Oakland, making PAL the first airline to cross the Pacific. Regular DC-4s service to San Francisco began in December 1946. In May 1947, PAL opened a route to Europe. By 1952, the international route network covered two-thirds of the wold, and the government became the majority stockholder. At present, PAL uses the most advance technology in the local airline industry. Technical centers were constructed to perform ground handling for other airlines and contract work for the states and Philippine Military services. Computerized reservations systems link most PAL sales outlets: 103 in the Philippines and 56 worldwide. The PAL Data Center at the Manila Domestic Airport is the core of the most extensive computer system in the Philippines today. A massive refleeting program was introduced to be able to cope with the standards of the industry. Indeed, this program paved the way for the problems they are facing right now. Closure Philippine Airlines (PAL) is facing its worst crisis. Foremost in the company’s mind is how can it possibly overcome problems created by the economic turmoil that has been bagging the Asian region since July 1997- a situation few quarters were able to predict. What do they do in times of decreasing demand for air travel, poor revenues, increasing operational cost, and when credit to cover financial obligations is almost non-existent? The main reason why PAL suffered financial problems was because of the massive refleeting modernization program, which was funded through loans made from local and international creditors. It has reached a point where it can no longer keep up with its obligations. Then, the labor unrest come into force because of the need to downsize manpower as a solution to its financial problems. The pilots rejected a scheme to retire 200 colleagues using a provision in their CBA which would not give them enough monetary benefit that will compensate their year of service with the company. The  ground employees protested the manner by which the management implemented a retrenchment program on their ranks as a result of the 22-day pilots strike. The downsizing was a bitter pill to swallow. Chain of Events Prior to the Closure June 1998 The 620 PAL pilots went on strike paralyzing PAL’s operations. 1,800 ground employees were retrenched. July 1998 Philippine Air Lines Employee Association (PALEA) went on strike to demand the reinstatement of the retrenched members who they claimed were dismissed by violating their CBA provisions. September 1998 Lucio Tan gave out a proposal to PALEA officers, the acceptance of which will ensure the survical of PAL. PALEA officers accepted the proposal. Members of PALEA rejected the proposal and demanded a retraction from the officers. Officers retracted on a condition that a referendum is held on the proposals. Referendum under the sponsorship of DOLE was held. â€Å"NO† votes prevailed. Closure becomes reality. Management side (Interview) The closure was done because the company is on the brink of bankruptcy. It was due to the unforeseen economic crisis. There is no problem with the management and labor. The management then gave a proposal to avoid the closure of the company. Labor side (source from Newspapers) They are afraid that the management can easily fire them without the CBA. They are also worried about the recognition of the labor union even if the CBA is suspended. Another referendum was made and the â€Å"YES† votes prevailed which means that they agreed to the proposal of Mr. Lucio Tan maybe because of limited options they have. REACTION (Written by a PAL employee) The upheavals in PAL can best described as â€Å"Bad Luck†. After 57 years in existence, who would have say that management expertise is lacking, maybe inappropriate to the call of the times but never lacking. The labor unions have enjoyed the rights since day one of their foundation but again due to the call of the times, they have just ask for more. Each one has its own reasons for being so the collapse of the enterprise come to fore and closure was inevitable. The Yes or No vote. Both are evil but we chose the lesser evil- Why Yes? 1. Yes means reopening of the airline, a must for national interest as well as individual worker’s interest. The industry is vital to national trade and tourism. Its absence could slow down the Philippine economy further. While it’s true that there maybe other airlines, PAL has the edge in facilities, human resources, and worldwide recognition. 2. The suspension of CBA can still be questioned in court for its legality and can be pursued by the union. 3. There are labor laws to protect the workers. Effects of the Closure in the Economy The economy then was in recession so the people did not consider air travel. Many PAL workers went home jobless. GNP drops because of low productivity. Business opportunities were cancelled or delayed due to lack of Air Transportation. Re-opening Pal opened its door when all the problems were partially solved. Owner Lucio Tan infused capital to the wingless airline, which was not enough for its continued survival. Selling of some assets were considered to pay creditors. It lessened flight destinations to be able to lower operation cost. A possible management turnover might happen for the survival. Rehabilitation Plan The plan was mainly to infuse capital to PAL airlines. Possible investors were invited for the infusion of the capital. Selling percentage of ownership were also considered. Foreign investors such as Cathay Pacific, Northwest were thinking of possible investment to the said airline. A $150 million capital infusion was planned but the Securities and Exchange Commission (SEC) did not approve it last December 1998. Selling of shares  worth $11.916 million in abacus international, one of the biggest international computer reservation systems in the world was considered to raise cash for operations. A new rehabilitation plan worth $200 million is set to be submitted on March 15, 1999 for the approval by the SEC.

Potato Starch

n the past, fields of wheat and rows of potatoes were seldom destined for anything more than a rumbling tummy. But bio-products have come a long way since people first branched out into weaving hemp into clothes and pulping papyrus into scrolls. Today the line between Mother Nature and man made has never been more blurred. Animals are re-engineered into living drug factories, crops fuel our cars and now plants are increasingly being repackaged as the epitome of the synthetic world – plastic. Wheat, maize, vegetable oils, sugar beet and even the trusty spud are finding new life as water bottles, car fuel lines and laptops. Wheat, maize, vegetable oils, sugar beet and even the trusty spud are finding new life as water bottles, car fuel lines and laptops. | Bio-plastics harness the natural structures found in crops or trees, such as slightly modified forms of the chains of sugars in starch or cellulose, that share the ability to be easily reshaped that has made conventional oil b ased plastics so useful. Bio-materials scientists are also constantly tweaking these natural structures to try and better replicate the durability and flexibility of conventional plastics.Global business is now turning to bio-plastics for an increasing number of applications, as consumers and governments demand cleaner alternatives to petroleum based technologies and their reckless production of the greenhouse gas CO2. Worldwide players, such as DuPont and Toyota Motor Corp, are making vast investments in new technologies and processing plants with the hope of cornering a multi-billion pound industry. The â€Å"BC† at Bangor University in North Wales has 18-years experience of working with large companies and Non-Governmental Organisations (NGOs) to find sustainable and viable bio-based alternatives to man-made materials.BC director Paul Fowler  points out that  Ã¢â‚¬Å"practically anything that you can find as polyethene you can find as a bio-plastic. You are talking abou t a whole range of everyday products – cups, combs and wrappers, everything you can think of is out there. There are inroads being made all the time   – on the one hand there is research into trying to get biological alternatives to replicate the properties of conventional plastics and on the other hand people are looking at the natural properties of these plants and trying to find an application for them. Most of the manufacture is happening in the US and continental Europe.The UK is a producer of wheat starch and biotimber but the only major bioplastic producer is Innovia Films in Cumbria, which produces cellulose films. † Innovia Films has an annual turnover of ? 400m, employing 1,200 people worldwide and producing more than 120,000 tonnes of film – used in packaging to protect food. Japan is also forging ahead, from the leading role in bioplastic production played by Toyota to its recent passing of a triumvirate of laws pushing forward environmental initiatives. In South Korea too there is a rapid drive to replace conventional plastic packaging with polylactic acid bio-plastics.Fowler says bio-plastics also offer an opportunity to get a double return for the energy used in their manufacture – first as a useful item and secondly as a fuel source. â€Å"My view is that we should burn them at the end of their life to recover energy, which could be then used to produce new materials,† he said. â€Å"In the first instance you have a valuable resource can use, be it as packaging or a shopping bag, and then you are also getting some energy back at the end of it. The biggest advantage of such bio-materials is the reduction of CO2 emissions in their production over petrochemical-based plastics. He also suggests  that burning bio-plastics would also avoid the problems caused by them breaking down and producing methane, which is 25-times more potent as a greenhouse gas than CO2. The BC is currently looking at developing n aturally-derived alternatives to phthalates, which are plasticisers added to PVCs to make them more flexible in products such as electrical cable flex. It follows concerns that phthalates are metabolised in the body into substances that can mimic the body's own  hormones, including those concerned with fertility.The centre is also developing bio-resins, natural alternatives to synthetic resins such as phenol and formaldehyde. What types of bioplastic are there? The common types of bio-plastics are based on cellulose, starch, polylactic acid (PLA), poly-3-hydroxybutyrate (PHB), and polyamide 11 (PA11). Cellulose-based plastics are usually produced from wood pulp and used to make film-based  products such as wrappers and to seal in freshness in ready-made meals. Thermoplastic starch is the most important and widely used bioplastic, accounting for about 50pc of the bio-plastics market.Pure starch’s ability to absorb humidity has led to it being widely used for the production of drug capsules in the pharmaceutical sector. Plasticisers, such as sorbitol and glycerine are added to make it more flexible and produce a range of different characteristics. It is commmonly derived from crops such as potatoes or maize. | FOMA(TM) N701iECO phone made of PLA bioplastics reinforced with kenaf fibres developed by NEC, UNITIKA and NTTDoCoMo  © Paul Fowler| PLA is a transparent plastic whose characteristics resemble common petrochemical-based plastics such as polyethylene and polpropylene.It   can be processed on equipment that already exists for the production of conventional plastics. PLA is produced from the fermentation of starch from crops, most commonly corn starch or sugarcane in the US, into lactic acid that is then polymerised. Its blends are used in a wide range of applications including computer and mobile phone casings, foil, biodegradable medical implants, moulds, tins, cups, bottles and other packaging. PHB is very similar to poylpropylene, which is used in a wide variety of fields including packaging, ropes, bank notes and car parts.It is a transparent film, which is also biodegradable. Interest in PHB is currently very high with companies worldwide aiming to expand their current production capacity. There are estimates that this could lead to a price reduction below five euros per kilogram but this would still be four times the market price of polyethylene in February 2007. The South American sugar industry has commited to producing PHB on an industrial scale. PA 11 is derived from vegetable oil and is known under the tradename  Rislan.It is prized for its thermal reistance that makes it valued for use in car fuel lines, pneumatic air brake tubing, electrical anti-termite cable sheathing and oil and gas flexible pipes and control fluid umbilicals. These are often reinforced with fibres from the kenaf plant, a member of the hibiscus family traditionally used to make paper, to increase heat resistance and durability. At the c utting edge of bioplastic technology lie polyhydroxyalkanoate (PHA) materials. These are derived from the conversion of natural sugars and oils using microbes.They can be processed into a number of materials including moulded goods, fibre and film and are biodegradable and have even been used as water resistant coatings. What are the benefits of bio-plastics? – Reduced CO2 emissions. One metric ton of bio-plastics generates between 0. 8 and 3. 2 fewer metric tons of carbon dioxide than one metric ton of petroleum-based plastics. Electronic giant Sony uses PLA in several of its smaller components, including one of its new walkmans, but in future hopes to use PLA-based polymers to reduce its carbon dioxide emissions by 20pc and non-renewable resource input by 55pc compared to oil-based ABS. Rising oil prices Despite currently costing more to produce than conventional plastics bio-plastics are becoming more viable with increasing and instability in oil prices, which are in turn triggering spikes in conventional plastic costs, illustrated in a sharp upturn two years ago. Dwindling oil supplies means that man will eventually be forced to turn to a sustainable basis for plastics. – Waste Bio-plastics reduce the amount of toxic run-off generated by the oil-based alternatives but also are more commonly biodegradable.The US’s second largest biopolymer producer Metabolix, of Cambridge, Massachusetts, claims that its plastics are biodegradable in composting bins, wetlands and the oceans. On the flip side not all bio-plastics are biodegradable and there are a growing number of conventional plastics that can naturally break down. The downside of their biodegradability is the methane that can be released as the bio-plastics decompose is a powerful greenhouse gas. – Benefit to rural economyPrices of crops, such as maize, have risen sharply in the wake of global interest in the production of biofuels and bio-plastics, as countries across the world look for alternatives to oil to safeguard the environment and provide energy security. – Enhanced properties In some fields engineered bio-plastics are now beating oil-based alternatives at their own game. Multinational materials giant Arkema has produced a form of Rislan PA11 that is being used in Europe and Brazil in fuel lines to carry biofuels as it is better able to withstand the corrosive effects of biofuels than oil-based alternatives such as polyamide 12.Rislan is widely used in oilfield applications as well as automotive brake lines. Elsewhere innovations in PA11 production are helping increase car passenger safety and reduce the risk of accidents by inhibiting spark ignition in the fuel lines. US car giant General Motors has replaced its non-conductive fuel-pump modules for new North American car models as it felt it was the best material for the job.In the US chemical multinational DuPont says it has developed a bioplastic derived from corn sugar that has superior stiffness and strength to its naturally based competitors. Global electronics corporation NEC has produced a kenaf-reinforced laptop casing, made of 90pc PLA, which helps reduce overheating by conducting heat better than stainless steel coupled with high temperature resistance and increased strength. Who are the flagwavers? Bio-plastics are not being produced by a group of hippies brewing up in their garage.Some of the world’s largest companies including multi-billion dollar chemicals company DuPont, car manufacturer Toyota, UK-based Innovia, US food processing behemoth Cargill and electronics giants NEC and Fujitsu are pouring money into driving the technology and production forward. NEC and its partners Unitika and NTT DoCoMo produce mobile phone and laptop casings based on plant-derived bio-plastics, mostly PLA. NEC plans to expand its green credentials by substituting more than 10pc of the oil-based plastics in its electronic products with bio-plastics by 2010.Toyota Moto r Corp uses mainly PLA bio-plastics, derived from sweet potatoes corn and sugar beet, reinforced with kenaf to produce components for its cars such as the Prius and Lexus. It hopes to grow its bio-plastics division into a four billion yen business by 2020 and capture two thirds of the global market for petroleum free plastics. Fujitsu introduced its FMV BIBLO notebook PC series two years ago, which it has manufactured using a material called Ecodear, a combination of 50 pc PLA and an oil-based plastic.Fujitsu is now developing a castor oil derived PA 11 plastic with Arkema, which is more flexible and will help expand its use of bio-plastics in notebook computers. The material can withstand repeated bending thanks to scientists weakening the interaction of the chain molecule in PA 11 and relaxing the stereoregularity of their organisation. The improved durability means its prototypes of PC cover components consist of 60-80 percent of the new bioplastic, an unprecedented achievement t o date.Fujitsu is also using high density fillers to increase strength and extend its use into notebook covers and other applications requiring high impact resistance. The new material is expected to cut carbon dioxide emissions by 42pc compared to oil-based nylon 6/6. DuPont in particular is continuing to expand the market for bio-plastics and plans to continue to offer hybrid bio/conventional plastic materials until the market matures, which could eventually cost less than the oil-based alternatives.DuPont has teamed up with sugar giant Tate ; Lyle to build the world’s largest aerobic fermentation plant in Loudon in Tennessee in the US for the production of bio-PDO, with a capacity of 45,000 metric tonnes a year. The largest commercial producer of bioplastic in the US is NatureWorks, owned by Cargill. The company’s plant in Blair, Nebraska uses corn sugar to produce PLA plastics packaging material and its own Ingeo-brand fibres. What lies ahead?With US President Geor ge Bush’s recent pledge to produce 35 billion gallons of renewable and alternative fuel by 2017 – driving the price of maize up 60pc in the past two months – the farmer’s field is fast turning into a high tech bio-battleground. Mr. Fowler warns that the still fledgling industry will have to fight for space and commercial viability as millions of hectares are given over to corn, rapeseed and sugarbeet for bio-fuel production. â€Å"There is a real tension between the use of agriculture for fodd versus plastics and other non-food uses and this whole move to produce new fuels,† he said.Whereas only two years ago plant materials were at the cheap end of the market and bio-products such as straw had little value, now it is really much more costly. There would have to be a step change in the extent of the production to match oil-based plastics. The amount of bioplastics produced worldwide is less than 200,000 tonnes a year; contrast that with the more th an 30 million tonnes of oil-based plastics. You can see we have a long way to go before they replace conventional plastics†. – July 2007